Deborah Ziring1, Richard M Frankel, Deborah Danoff, J Harry Isaacson, Heather Lochnan. 1. D. Ziring is associate dean of undergraduate medical education/academic affairs and clinical associate professor of medicine, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pennsylvania. R.M. Frankel is professor of medicine and geriatrics, Indiana University School of Medicine, Indianapolis, Indiana, and a member of the professional staff, Education Institute, Cleveland Clinic, Cleveland, Ohio. D. Danoff is adjunct professor, University of Ottawa Faculty of Medicine, Ottawa, Ontario, Canada, and affiliate member, Centre for Medical Education, McGill University, Montreal, Quebec, Canada. J.H. Isaacson is assistant dean for clinical education and associate professor of medicine, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio. H. Lochnan is assistant dean of continuing professional development and associate professor of medicine, Department of Medicine, University of Ottawa Faculty of Medicine, Ottawa, Ontario, Canada.
Abstract
PURPOSE: Assessing students' professionalism is a critical component of medical education. Nonetheless, faculty reluctance to report professionalism lapses remains a significant barrier to the effective identification, management, and remediation of such lapses. The authors gathered information from faculty who supervise medical students to better understand their perceived barriers to reporting. METHOD: In 2015-2016, data were collected using a group concept mapping methodology, which is an innovative, asynchronous, structured mixed-methods approach using qualitative and quantitative measures to identify themes characterizing faculty reluctance to report professionalism lapses. Participants from four U.S. and Canadian medical schools brainstormed, sorted, and rated statements about perceived barriers to reporting. Multidimensional scaling and hierarchical cluster analyses were used to analyze these data. RESULTS: Of 431 physicians invited, 184 con-tributed to the brainstorming task (42.7%), 48 completed the sorting task (11.1%), and 83 completed the rating task (19.3%). Participants identified six barriers or themes to reporting lapses. The themes "uncertainty about the process," "ambiguity about the 'facts,'" "effects on the learner," and "time constraints" were rated highest as perceived barriers. Demographic subgroup analysis by gender, years of experience supervising medical students, years since graduation, and practice discipline revealed no significant differences (P > .05). CONCLUSIONS: The decision to report medical students' professionalism lapses is more complex and nuanced than a binary choice to report or not. Faculty face challenges at the systems level and individual level. The themes identified in this study can be used for faculty development and to improve processes for reporting students' professionalism lapses.
PURPOSE: Assessing students' professionalism is a critical component of medical education. Nonetheless, faculty reluctance to report professionalism lapses remains a significant barrier to the effective identification, management, and remediation of such lapses. The authors gathered information from faculty who supervise medical students to better understand their perceived barriers to reporting. METHOD: In 2015-2016, data were collected using a group concept mapping methodology, which is an innovative, asynchronous, structured mixed-methods approach using qualitative and quantitative measures to identify themes characterizing faculty reluctance to report professionalism lapses. Participants from four U.S. and Canadian medical schools brainstormed, sorted, and rated statements about perceived barriers to reporting. Multidimensional scaling and hierarchical cluster analyses were used to analyze these data. RESULTS: Of 431 physicians invited, 184 con-tributed to the brainstorming task (42.7%), 48 completed the sorting task (11.1%), and 83 completed the rating task (19.3%). Participants identified six barriers or themes to reporting lapses. The themes "uncertainty about the process," "ambiguity about the 'facts,'" "effects on the learner," and "time constraints" were rated highest as perceived barriers. Demographic subgroup analysis by gender, years of experience supervising medical students, years since graduation, and practice discipline revealed no significant differences (P > .05). CONCLUSIONS: The decision to report medical students' professionalism lapses is more complex and nuanced than a binary choice to report or not. Faculty face challenges at the systems level and individual level. The themes identified in this study can be used for faculty development and to improve processes for reporting students' professionalism lapses.
Authors: Pieter C Barnhoorn; Vera Nierkens; Marianne C Mak-van der Vossen; Mattijs E Numans; Walther N K A van Mook; Anneke W M Kramer Journal: BMC Fam Pract Date: 2021-12-20 Impact factor: 2.497
Authors: Marianne Mak-van der Vossen; Arianne Teherani; Walther N K A van Mook; Gerda Croiset; Rashmi A Kusurkar Journal: Med Educ Date: 2018-06-25 Impact factor: 6.251